Greetings

Given: Six sentences describing daily actions, to be matched with six pictures.

Concept: We read each sentence carefully and think about what action is being described, then match it to the correct picture.

Matching (based on the actions described):

1. I comb my hair. → Match with the picture showing a child combing hair.
2. I see my teacher. → Match with the picture showing a child looking at/greeting a teacher.
3. I eat my food. → Match with the picture showing a child eating.
4. I hear the bell ring. → Match with the picture showing a child listening to a bell.
5. I walk to school. → Match with the picture showing a child walking with a school bag.
6. I play football. → Match with the picture showing a child playing football.

Key action words to remember: comb, see, eat, hear, walk, play.

Given: Capital and small letter pairs from G to P.

Concept: We practise writing each letter pair neatly, following the correct strokes.

Practise writing each pair as shown below:

$$Gg \quad Hh \quad Ii \quad Jj \quad Kk$$
$$Ll \quad Mm \quad Nn \quad Oo \quad Pp$$

Trace and write each letter carefully in your notebook:
- Gg — Capital G, then small g
- Hh — Capital H, then small h
- Ii — Capital I, then small i
- Jj — Capital J, then small j
- Kk — Capital K, then small k
- Ll — Capital L, then small l
- Mm — Capital M, then small m
- Nn — Capital N, then small n
- Oo — Capital O, then small o
- Pp — Capital P, then small p

Tip: Sing the ABC song while writing to remember the order of letters.

Given: Four letters — g, f, j, h — each with three pictures. We must find and circle the picture whose name begins with that letter sound.

Concept: We say each letter sound aloud and listen to the beginning (initial) sound of each picture's name.

(i) Letter: g
Say the sound: /g/ as in goat, girl, gate.
Circle the picture whose name starts with the /g/ sound.
*(Note: Since the actual images are not visible, circle the picture that begins with 'g' — for example, a goat or a gate.)*

(ii) Letter: f
Say the sound: /f/ as in fish, fan, frog.
Circle the picture whose name starts with the /f/ sound.
*(Circle the picture that begins with 'f' — for example, a fish or a fan.)*

(iii) Letter: j
Say the sound: /j/ as in jug, jar, jacket.
Circle the picture whose name starts with the /j/ sound.
*(Circle the picture that begins with 'j' — for example, a jug or a jar.)*

(iv) Letter: h
Say the sound: /h/ as in hat, hen, hand.
Circle the picture whose name starts with the /h/ sound.
*(Circle the picture that begins with 'h' — for example, a hat or a hen.)*

Remember: Always say the letter sound (not the letter name) and listen carefully to the first sound of each word.

Given: A picture showing children engaged in various activities.

Look at the picture carefully and count all the children shown.

Answer: (Count the children in the picture and write the number.) For example: There are many children in the picture. *(The exact number depends on the picture; students should count and write the correct number.)*

Given: A picture of children playing.

Look at the picture and name the games or activities the children are doing.

Answer: The children are playing games like running, jumping, hopping, and other outdoor games. *(Students should name the specific games shown in their picture.)*

Given: A personal question about the student's favourite game.

This is an open-ended question. Students should answer based on their own preference.

Sample Answer: My favourite game is cricket (or football / hide and seek / hopscotch). I love playing it with my friends.

Given: A picture where some children are doing activities other than playing games.

Look carefully at the children who are not playing and describe what they are doing.

Answer: Some children are talking, sitting, watching, or resting. *(Students should describe what they see in their specific picture.)*

Given: Five action sentences to be matched with five pictures.

Concept: Read each sentence, understand the action word (verb), and match it to the correct picture.

Matching:
1. They are dancing. → Match with the picture showing two or more people dancing.
2. She is jumping. → Match with the picture showing a girl jumping up in the air.
3. He is yawning. → Match with the picture showing a boy with his mouth wide open, yawning.
4. She is hopping. → Match with the picture showing a girl hopping on one foot.
5. They are walking. → Match with the picture showing two or more people walking.

Key action words: dancing, jumping, yawning, hopping, walking.

Given: Five action sentences with names/subjects to be matched with pictures.

Concept: Read each sentence, identify the subject and the action, and match to the correct picture.

Matching:
1. Seema is running. → Match with the picture showing a girl running fast.
2. Kumar is stretching. → Match with the picture showing a boy stretching his arms or body.
3. The dog is sleeping. → Match with the picture showing a dog lying down and sleeping.
4. Vittal is bending. → Match with the picture showing a boy bending forward or sideways.
5. The boy is skipping. → Match with the picture showing a boy skipping with a rope.

Key action words: running, stretching, sleeping, bending, skipping.

Given: Questions about the Hopscotch game experience.

These are personal reflection questions. Students answer based on their own experience.

Sample Answers:
- Did you jump? Yes, I jumped in the boxes.
- Did you hop? Yes, I hopped on one foot.
- Did you have fun? Yes, I had a lot of fun!
- Did you count the numbers while playing? Yes, I counted from 1 to 7 while playing.

Remember: In Hopscotch, you start at 1 and jump/hop till 7, then turn around and come back. If your foot goes outside the box, you are out!

Given: A picture showing children/people doing different actions. Word box: dance, hop, skip, sleep, bend, jump, eat.

Concept: Look at each part of the picture, identify the action being shown, and write the correct word from the box.

Instructions for students:
Look at each figure in the picture carefully. Match the action shown with one of the words given in the box and write it in the correct blank.

Word meanings to help you:
- dance — moving body to music
- hop — jumping on one foot
- skip — jumping with a rope or light jumping steps
- sleep — lying down with eyes closed
- bend — bowing the body forward or sideways
- jump — leaping up with both feet
- eat — putting food in the mouth

*(Write the correct word below or beside each picture based on the action shown.)*

Given: Nine words with a missing vowel letter. We must identify the correct vowel to complete each word.

Concept: Short vowel sounds — a, e, i, o, u — fill the blank to make a real word that matches the picture.

Answers:

1. p__n → pan (p-a-n) — a cooking pan
2. c__t → cat (c-a-t) — an animal
3. d__g → dog (d-o-g) — an animal
4. t__n → tin (t-i-n) — a tin container
5. st__r → star (s-t-a-r) — a star in the sky
6. b__s → bus (b-u-s) — a vehicle
7. sh__p → ship (s-h-i-p) — a large boat
8. j__g → jug (j-u-g) — a container for water
9. f__x → fox (f-o-x) — an animal

Tip: Say the word aloud and listen to the middle sound — that is the missing vowel!

Given: Three words — cap, mouse, mango.

Concept: We listen to the first (initial) sound of each word.
- cap → starts with /k/ sound (letter c)
- mouse → starts with /m/ sound (letter m)
- mango → starts with /m/ sound (letter m)

Odd one out: cap

Reason: 'mouse' and 'mango' both begin with the /m/ sound, but 'cap' begins with the /k/ sound. So 'cap' is the odd one out.

Given: Three words — lion, lamp, hand.

Concept: We listen to the first (initial) sound of each word.
- lion → starts with /l/ sound
- lamp → starts with /l/ sound
- hand → starts with /h/ sound

Odd one out: hand

Reason: 'lion' and 'lamp' both begin with the /l/ sound, but 'hand' begins with the /h/ sound. So 'hand' is the odd one out.

Given: Three words — nest, six, nine.

Concept: We listen to the first (initial) sound of each word.
- nest → starts with /n/ sound
- six → starts with /s/ sound
- nine → starts with /n/ sound

Odd one out: six

Reason: 'nest' and 'nine' both begin with the /n/ sound, but 'six' begins with the /s/ sound. So 'six' is the odd one out.

Given: Two fun activity challenges.

These are activity-based tasks. Students try them and observe.

Activity 1 — Turning pages without hands:
Try to turn the pages of your book using only your nose, chin, or by blowing air. This is a fun challenge that tests your creativity!

Activity 2 — Blinking contest:
Sit facing your partner. Both of you open your eyes wide and stare at each other. The one who blinks first is out! This tests how long you can keep your eyes open without blinking.

What we learn: These activities help us understand how we use our body parts and senses in everyday life.

Given: Capital and small letter pairs from Q to Z.

Concept: Practise writing each letter pair neatly, following the correct strokes.

Practise writing each pair as shown below:

$$Qq \quad Rr \quad Ss \quad Tt \quad Uu$$
$$Vv \quad Ww \quad Xx \quad Yy \quad Zz$$

Trace and write each letter carefully in your notebook:
- Qq — Capital Q, then small q
- Rr — Capital R, then small r
- Ss — Capital S, then small s
- Tt — Capital T, then small t
- Uu — Capital U, then small u
- Vv — Capital V, then small v
- Ww — Capital W, then small w
- Xx — Capital X, then small x
- Yy — Capital Y, then small y
- Zz — Capital Z, then small z

Tip: Sing the ABC song while writing to remember the order of letters.

Given: Rows of pictures. In each row, two pictures begin with the same sound and one begins with a different sound. Circle the odd one out.

Concept: Say the name of each picture aloud. Listen carefully to the first (initial) sound. Find the one that is different.

Method:
1. Say the name of each picture in the row aloud.
2. Listen to the starting sound of each word.
3. Find the picture whose starting sound is different from the other two.
4. Circle that picture.

*(Since the actual images are not visible, students should apply this method to each row in their textbook.)*

Example (as given — first one is done): If the three pictures are 'sun', 'sock', and 'hat' — 'hat' starts with /h/ while 'sun' and 'sock' start with /s/, so circle 'hat'.

Given: Letters or shapes shown on the page to be viewed in a mirror.

Concept: Some letters look the same when reflected in a mirror (symmetric letters), and some look different.

Activity: Hold the page in front of a mirror and observe.

Letters that look the same in a mirror (symmetric): A, H, I, M, O, T, U, V, W, X, Y

Letters that look different in a mirror: B, C, D, E, F, G, J, K, L, N, P, Q, R, S, Z

Answer: Some letters/shapes will look the same and some will look different (reversed) in the mirror. This is because of symmetry.

What we learn: This activity helps us understand mirror images and symmetry.

Given: A personal question about the student's family.

This is an open-ended speaking question. Students answer based on their own family.

Sample Answer: There are four members in my family — my mother, my father, my sister, and me. We also have a grandmother who lives with us.

Given: A question about helping within the family.

Sample Answer: We help each other in many ways. My mother cooks food. My father goes to work. I help by keeping my room clean and by helping my younger sister with her work. We all love and care for each other.

Given: A personal question about grandparents.

This is a personal question. Students answer with the actual names of their grandparents.

Sample Answer: My paternal grandfather's name is __________ and my paternal grandmother's name is __________. My maternal grandfather's name is __________ and my maternal grandmother's name is __________.

*(Fill in the actual names of your grandparents.)*

Given: A question about birds seen near the student's home.

Sample Answer: I see sparrows, crows, and pigeons around my house. Sometimes I also see parrots sitting on the trees in our garden.

Given: An imaginative question about flying like a baby sparrow.

Sample Answer: If I were the baby sparrow, I would fly high up in the sky! I would fly over my school, my house, and the big park near my home. I would also fly to the mountains and see the rivers from above.

Given: An imaginative question about what baby sparrows might see from the sky.

Sample Answer: From the sky, the baby sparrows must have seen tall trees, green fields, rivers, houses, roads with cars and buses, and many people walking below. Everything must have looked very small and beautiful from up high!

Given: Students are asked to draw their family and then speak about it.

Instructions:
1. Think about all the members of your family.
2. Draw each person in the box — you can draw stick figures or simple faces.
3. You may also draw your pet (dog, cat, cow, etc.), plants, or trees in your garden.
4. Colour your drawing to make it bright and beautiful.

Sample sentences to speak about your drawing:
- 'This is my family.'
- 'This is my mother. Her name is __________. She cooks food for us.'
- 'This is my father. His name is __________. He goes to work every day.'
- 'This is my pet dog. His name is Tommy. I love him very much.'
- 'We are a happy family!'

Remember: Speak clearly and loudly when you tell your class about your drawing.

Given: A list of words — fish, sister, fan, mug, face, eye, milk, map, mat, finger.

Concept: We identify the first letter of each word and sort them.

Words that begin with 'f' (put a tick ✓):
- ✓ fish (f-i-sh)
- ✓ fan (f-a-n)
- ✓ face (f-a-ce)
- ✓ finger (f-i-n-g-e-r)

Words that begin with 'm' (circle them):
- ⭕ mug (m-u-g)
- ⭕ milk (m-i-l-k)
- ⭕ map (m-a-p)
- ⭕ mat (m-a-t)

Words that begin with neither f nor m (leave as is):
- sister (begins with s)
- eye (begins with e)

Given: Four family-related words to be written neatly.

Concept: Practise writing these important family words correctly.

Write each word carefully in your notebook:

1. Father — F-a-t-h-e-r
2. Mother — M-o-t-h-e-r
3. Sister — S-i-s-t-e-r
4. Brother — B-r-o-t-h-e-r

Remember: All four words begin with a capital letter because they are important family words. Write them neatly and clearly.

Given: A picture of a bathroom to be labelled and discussed.

Things you may see in a bathroom:
- Tap / faucet
- Bucket
- Mug
- Soap
- Towel
- Toothbrush
- Toothpaste
- Mirror
- Comb
- Shampoo
- Shower

Label the picture: Write the name of each object next to or below it in the picture.

Do you remember to close the tap when you are not using it?
Yes, we should always close the tap when we are not using it.

Why should we do so?
We should close the tap because:
- Water is very precious and important for all living things.
- If we waste water, there will not be enough water for everyone.
- Saving water helps our environment.
- We must use water carefully and not waste even a single drop.

Remember: 'Save water, save life!'

Given: Rows of pictures where students must find the picture whose name begins with a different sound.

Concept: Say the name of each picture aloud. Listen to the first (initial) sound. Find the one that does not match.

Method:
1. Say the name of each picture in the row aloud.
2. Listen carefully to the starting sound.
3. Two pictures will have the same starting sound; one will be different.
4. Circle or mark the odd one out.

*(Since the actual images are not visible, students should apply this method to each row in their textbook.)*

Example: If the pictures are 'sun', 'soap', and 'hat' — 'hat' starts with /h/ while 'sun' and 'soap' start with /s/, so 'hat' is the odd one out.

Given: The complete English alphabet to be sung as a song.

Activity: Sing the alphabet song while pointing to each letter.

The alphabet in order:
$$A \; B \; C \; D \; E \; F \; G \; H \; I \; J \; K \; L \; M$$
$$N \; O \; P \; Q \; R \; S \; T \; U \; V \; W \; X \; Y \; Z$$

Tip: Sing the song at a steady pace, pointing to each letter as you sing it. This helps you remember the order of all 26 letters of the English alphabet.

Given: A mix of capital and small letters. Sing capital letters loudly and small letters softly.

Activity Instructions:
- When you see a CAPITAL letter → sing it in a LOUD voice.
- When you see a small letter → sing it in a soft/quiet voice.

Practice:
- A (loud), B (loud), C (loud), D (loud), e (soft), f (soft), g (soft), H (loud), I (loud), J (loud), K (loud), l (soft), m (soft), n (soft), o (soft), p (soft), Q (loud), R (loud), S (loud), T (loud), u (soft), v (soft), w (soft), X (loud), Y (loud), Z (loud).

What we learn: This fun activity helps us tell the difference between capital (uppercase) and small (lowercase) letters.

Given: Step-by-step instructions to make family puppets.

Materials needed: Thick paper or cardboard, scissors, colours/crayons, glue.

Steps:

Step a: Take a thick sheet of paper or cardboard. Cut it into 6 long strips. You can use coloured paper to make them bright.

Step b: On separate small pieces of paper, draw the face of each family member:
- Mother
- Father
- Brother
- Sister
- Grandmother
- Grandfather

Colour each face with crayons.

Step c: Put glue on the back of each face drawing. Stick one face on one end of each paper strip. Let it dry.

Step d: Now hold the strip from the bottom — your puppet is ready! Use it to act out a story or play with your friends.

What we learn: This activity helps us learn about family members and also develops our creativity and fine motor skills.

Sample puppet play: Hold the 'Mother' puppet and say — 'Hello! I am Mother. I cook food for my family.' Then hold the 'Father' puppet and say — 'Hello! I am Father. I go to work every day.'